TRAINING

HTA School of Culinary Art™ Training

Introduction

• Focus of the lesson:

  • Distinction between training and on-the-job coaching.

  • Major topics:

    1. Adult learning

    2. Learning styles

    3. Training

    4. On-the-job coaching

• Definitions:

  • Training: The action of teaching a person a particular skill or type of behavior.

  • Coaching: A form of development in which a person supports a learner in achieving a specific goal.

• Continuous learning is a hallmark of professional cookery, which involves keeping abreast of evolving trends and techniques.

1. Adult Learning

• Principles of adult learning:

  • Active Learning: Adults learn best through engagement in practical activities.

  • Repeated Practice: New skills are cemented through opportunities for repetition and practice.

  • Meaningful Information: Learning is most effective when information is relevant to job performance.

  • Multi-Sensory Learning: Utilizing various senses enhances learning retention.

  • Feedback: Continuous and constructive feedback improves the learning process.

  • Reward: Experiencing success reinforces learning.

  • First and Last Impressions: Learners tend to remember the initial and final instructions best.

Barriers to Learning

• Common barriers that may hinder learning include:

  • Previous negative experiences.

  • Receiving sarcastic remarks or criticism.

  • Lack of self-esteem or self-doubt.

  • Suspicion or hesitation towards new technologies or techniques.

  • Feeling disadvantaged compared to peers.

  • Fear of the unknown or change, including difficulties with reading, writing, or using technology.

  • Unfair treatment or lack of support in becoming familiar with job responsibilities.

Learning Outcome

• Objectives for learners:

  1. Understand the various ways in which training can be presented.

  2. Recognize different training and learning styles.

Assessment Criteria

• Learners will demonstrate an understanding of the methods of training presentation.

2. Learning Styles

• People have varied learning preferences which can affect how effectively they absorb information:

  • Activists:

  • Prefer hands-on, immersive experiences and tend to enjoy challenging situations with risks involved.

  • Theorists:

  • Seek comprehensive explanations and enjoy debating various approaches to tasks.

  • Reflectors:

  • Prefer observation and contemplation before engaging in tasks. They tend to avoid risks and watch others first.

  • Pragmatists:

  • Focus on practicality and seek efficient methods without much theoretical jargon, which they may find unhelpful.

3. Training

• Defined as structured learning aimed to improve capability, capacity, productivity, and performance.

• Organizations emphasize ongoing training beyond initial qualifications for professional development.

• Advantages of training:

  • Increases productivity, reduces need for supervision, enhances job satisfaction, and fosters skill development.

Types of Skills in Training

1. Hard Skills:

   • Tangible skills, including:

     • Computer skills

     • Language skills

     • Professional skills and techniques

2. Soft Skills:

   • Intangible skills, including:

     • Leadership and management

     • Decision-making

     • Problem-solving

     • Time management

4. Training Presentation

• Training delivery can take different forms:

  1. Visual Presentation:

  • Information is presented visually.

  1. Theoretical:

  • Resources and materials are distributed for reading.

  1. Practical:

  • Engaging in hands-on activities.

Advantages of Learning in the Workplace

• Benefits of on-the-job training:

  • Familiarity with organizational operations and equipment.

  • Learning aligned with employer preferences.

  • Flexible scheduling for learning activities.

  • Cost-effectiveness for employers, facilitating agreement on training.

  • Opportunity to attain nationally recognized qualifications while working under normal job pressures.

Disadvantages of Learning in the Workplace

• Potential downsides of training in the workplace include:

  • Employer’s limited interest in broadening skills for external application.

  • Lack of coaching skills by the trainer or supervisor.

  • Possible distractions from ongoing work during training.

5. On-the-Job Coaching

• Defined as coaching that occurs in the work environment using standard tools and materials.

• Types of trainers may include:

  • Professional trainers

  • Experienced chefs or supervisors

• On-the-job coaching is crucial for chefs and generally follows initial qualifications.

Situations for On-the-Job Coaching

• Situations that necessitate coaching include:

  • Learner performance does not meet established standards as per the supervisor's assessment.

  • Learner’s role is expanded with additional tasks requiring new skills.

  • Identified shortcomings in learner skills during formal training.

Attributes of an Effective On-the-Job Coach

• Effective coaching requires specific attributes such as:

  • Open and approachable demeanor

  • Supportive and encouraging attitude

  • Competence in the relevant skills

  • Patience and persistence

  • Action-oriented mentality and clear communication skills

  • In-depth knowledge of tasks, organizational standards, and performance expectations.

Proactive vs. Reactive Coaching

• Proactive Coaching:

  • Occurs prior to the learner attempting a task to build confidence and prevent mistakes.

• Reactive Coaching:

  • Takes place after the learner's performance does not meet expectations; initiated typically by a manager or supervisor.

Steps to On-the-Job Coaching

1. Explain the Task:

   • Provide clear and concise explanations of the task at hand.

   • Encourage questions for clarity.

   • Address the purpose of the coaching.

2. Demonstrate the Task:

   • Show how to perform the task by executing it yourself.

   • Allow the learner to practice under guidance while providing clear instructions.

3. Provide Feedback on Performance:

   • Offer timely and constructive feedback emphasizing both positive and negative aspects.

   • Make observations and allow for self-assessment by the learner.

   • Ensure the feedback is focused on performance standards rather than personal characteristics.

4. Follow Up:

   • Schedule follow-up meetings to monitor progress and gather learner suggestions.

Notes

• Quotes:

  • "No matter how long you train someone to be brave, you never know if they are or not until something real happens." – Veronica Roth, Insurgent